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Lesson 1 - Wild Animal Movements and Character

Expressive Animal Dance

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Year 3

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Dance

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45 min

Big Question

How can we use our whole body to express the characteristics and movements of wild animals through dance?

Learning Objectives

To explore and develop characteristic movements of different wild animals
To respond to musical stimuli with appropriate movement qualities
To sustain character throughout dance sequences with expression and creativity

Key Outcomes

Students will create and perform animal-inspired movements that reflect the characteristics of their chosen wild animal
Students will demonstrate the ability to move in character with appropriate timing and musicality
Students will show creativity and expression in their movement interpretations

Equipment & Resources Required

Tunnel Systems

Position for clear sound coverage across the whole space

Alternative: Portable bluetooth speaker or tablet with speaker

Cards

10-15 different animals

Large enough for whole class to see, representing forest animals

Alternative: Printed images, tablet/smartboard display, or picture books

Rhythm Instruments

Accessible for teacher to create varied rhythm patterns

Alternative: Clapping hands, wooden blocks, or rhythm app

Cones

4-6

Mark corners and diagonal pathways for travelling activities

Alternative: Bean bags, spots, or chalk marks

Key Vocabulary

Character

The wild animal personality we are portraying through our movements

Expression

Showing emotion and personality through our face and body movements

Movement qualities

How we move - heavy or light, fast or slow, smooth or sharp

Freeze

Stop all movement and hold a position like a statue

Stimuli

Things that make us want to move - like music, sounds, or images

Creativity

Using our imagination to create new and interesting movements

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic body awareness and control
Simple travelling movements (walking, running, jumping)
Understanding of stop and start commands

Current Skills

Character interpretation through movement
Responding to musical stimuli with appropriate actions
Sustaining performance in role
Movement quality variation (heavy/light, fast/slow)

Next Steps

Developing dance sequences with beginning, middle, and end
Partner and group choreography
Using props and costume to enhance character

Milestone Indicators

Consistent character portrayal throughout the lesson

Clear differentiation between movement qualities

Evidence of creative interpretation

Key Teaching Points

Character consistency is more important than perfect technique
Movement quality (heavy/light, fast/slow) defines animal characteristics
Expression through whole body, especially face, enhances character work
Musical response improves timing and flow in dance
Sustained performance builds confidence and skill
Creativity in interpretation should be celebrated and encouraged
Spatial awareness and safety must be maintained throughout dynamic activities

Common Misconceptions

Dance is just copying animals exactly - emphasise creative interpretation
Louder/bigger movements are always better - focus on character appropriateness
Only confident students can perform well - encourage all students to share
Music is just background - teach active listening and response
Individual work means no cooperation - build supportive class environment

SEN Adaptations

ADHD

Shorter activity segments with frequent changes, clear boundaries and expectations, opportunities for leadership roles

dyspraxia

Simplified movement patterns, additional demonstration time, peer support partnerships, focus on effort over precision

autism spectrum

Clear structure and routine, visual schedule of lesson sections, quiet reflection spaces available, warning before transitions

visual impairment

Clear verbal descriptions of animal characteristics, tactile exploration of movement qualities, audio cues for spatial orientation

hearing impairment

Visual demonstrations of all movements, hand signals for start/stop, visual rhythm cues instead of just audio

physical disability

Adapted animal movements for different mobility levels, seated versions of travelling movements, upper body focus where appropriate

Cross-Curricular Links

English

Descriptive vocabulary, character development, storytelling through movement

Science

Animal habitats, classification of animals, how animals move and why

Geography

Forest environments, animal habitats around the world

Music

Rhythm and beat, responding to different musical styles, timing and tempo

PSHE

Confidence building, cooperation, respect for others' performances

Teacher Guidance

Positioning

Move around the space to observe all students, position near audio controls during music sections

Observation Focus

Character consistency, movement quality, spatial awareness, engagement with musical timing

Intervention Points

["Step in if students losing character focus or movement quality", "Support students struggling with movement selection or sequence building", "Address safety concerns immediately"]

Demonstration Notes

Use clear, exaggerated movements to show character work, demonstrate contrasting movement qualities effectively, model excellent audience behaviour

Verbal Cues

•'Stay in character!'
•'Listen to the music!'
•'Show me your animal's personality!'
•'Use your whole body!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space for 30 students, larger space preferred for diagonal travelling

Surface Check

Clean, dry, non-slip surface suitable for floor work and dynamic movement

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Cones/markers stable and not creating trip hazards
•Animal pictures securely displayed where visible to all

Risk Management

Key Risks

•Collisions during travelling and free movement
•Overexcitement leading to loss of control
•Slips during dynamic movements or floor transitions

Risk Mitigation

•Clear boundaries and pathways established before movement
•Emphasis on control and character maintenance throughout
•Gradual progression from stationary to travelling movements
•Regular reminders about spatial awareness and safety

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during all movement activities
•Circulate during individual practice to monitor technique and safety
•Monitor energy levels and adjust activities if needed

Emergency Procedures

Stop signal established (raised hand/drum), first aid kit accessible, clear pathway to exit